khanh_alexander
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Luận văn tiếng Anh: A study of Politness Strategies in the Conversational Activities of the course book “Market Leader – Intermediate = Nghiên cứu các chiến lược lịch sự được sử dụng trong các bài hội thoại của giáo trình tiếng Anh thương mại "Market leader, intermedia" (Tái bản). M.A Thesis Linguistics: 60 22 02 01
Nhà xuất bản: ĐHNN
Ngày: 2014
Chủ đề: Tiếng Anh thương mại
Tiếng Anh giao tiếp
Bài hội thoại
DECLARATION ............................................................................................................i
ACKNOWLEDGEMENT ..............................................................................................ii
ABSTRACT .....................................................................................................................iii
LIST OF FIGURES AND TABLES ..............................................................................vii
ABBREVIATIONS AND CONVENTIONS .................................................................viii
PART I – INTRODUCTION
1. Rationale.......................................................................................................................1
2. Objectives of the study ................................................................................................1
3. Research question........................................................................................................2
4. Scope of the study .......................................................................................................2
5. Methodology: ..............................................................................................................2
6. Design of the study ......................................................................................................2
PART II: DEVELOPMENT
CHAPTER I: LITERATURE REVIEW ............................................................4
1.1. Speech Acts ...............................................................................................................4
1.1.1. Speech Acts and Speech Events ...........................................................................4
1.1.2. Classification of Speech Acts ...............................................................................6
1.1.2.1. Function-based Approach .................................................................................6
1.1.2.2. Structural-function Based Approach ..............................................................7
1. 2. Politeness theory .....................................................................................................8
1. 2. 1. Notions of politeness theory ...............................................................................8
1.2.2. Conversational-maxim View on Politeness ........................................................9
1.2.2.1. Grice’s Principle ................................................................................................9
1.2.2.2. Lakoff’s rules .....................................................................................................10
1.2.2.3. Leech’s Maxims .................................................................................................11
1.2.3. Face-management View on Politeness ................................................................13
v
1.2.3.1. The Concept of Face ..........................................................................................13
1.2.3.2. Strategies for FSAs ............................................................................................14
1.3. Previous study ..........................................................................................................23
CHAPTER II: POLITENESS STRATEGIES IN CONVERSATIONAL ACTIVITIES
OF THE COURSEBOOK “MARKET LEADER, INTERMEDIATE” ...................25
2.1. Methodology .............................................................................................................25
2.1.1. Data source ............................................................................................................25
2.1.2. Research techniques .............................................................................................25
2.1.2.1. Techniques for data collection ..........................................................................25
2.1.2.2. Techniques for data analysis ............................................................................25
2.1.2.3. Steps for Data Analysis .....................................................................................26
2.2. Data Analysis ............................................................................................................26
2.2.1. Frequency of Occurrence of Politeness Strategies in the Coursebook “Market
Leader, Intermediate” ....................................................................................................26
2.2.2. Bald-on-record Strategy in Conversational Activities of “Market Leader,
Intermediate” ..................................................................................................................28
2.2.3. Positive Politeness Strategies in Conversational Activities of “Market Leader,
Intermediate” ..................................................................................................................31
2.2.4. Negative Politeness Strategies in Conversational Activities of “Market Leader,
Intermediate” ..................................................................................................................34
2.2.5. Off-record Strategy in Conversational Activities of
“Market Leader, Intermediate” ...................................................................................38
2.3. Concluding remarks ................................................................................................39
CHAPTER 3: IMPLICATIONS FOR POLITENESS STRATEGIES IN TEACHING
ENGLISH AS A FOREIGN LANGUAGE AT HANOI UNIVERSITY OF BUSINESS
AND TECHNOLOGY ...................................................................................................40
PART III: CONCLUSION
3.1. Summary of the study .............................................................................................42
3.2. Limitations of the study ..........................................................................................42
3.3. Suggestions for further study .................................................................................43
REFERENCES .........................................................................................................44
APPENDIX………………………………………………………………I
CHAPTER 3: IMPLICATIONS FOR POLITENESS STRATEGIES IN TEACHING
ENGLISH AS A FOREIGN LANGUAGE AT HANOI UNIVERSITY OF
BUSINESS AND TECHNOLOGY
From the discussions in the previous chapter, we all agree that having good knowledge of
politeness strategies is essential in language teaching process and politeness strategies help
to keep the conversations going in a smooth, natural and effective way. Therefore, good
methods for teaching culture in general and politeness in particular in foreign language
teaching need to be focused especially when teaching the business English course book
“Market Leader, Intermediate (New Edition)” at Hanoi University of Business and
Technology (HUBT). Here is some advice for teachers of business English.
Firstly, through the book “Market Leader, Intermediate (New Edition)” a culture-related
material, the teacher ought to Giúp the students understand more about cultural values and
be aware of cultural differences. That is, the students may be pointed out whether positive,
negative, bald-on-record and off-record politeness strategies are acceptable or preferable in
English or in Vietnamese in certain conversational activities. They should grasp the reality
that some linguistic expressions which are appropriate in English cannot be interpreted in
Vietnamese and vice versa.
Secondly, teaching a language with its functions, or speech acts rather than structures
should be emphasized by teachers. In fact, most students who have the knowledge of
structures only can make something grammatically correct but culturally inappropriate or
impolite. In real life communication, to be polite or to show respect is more important than
the meaning of words together. Thus, teachers are suggested to instruct their students about
what to say and how to say politely in English in a certain situation.
Finally, when teaching “Market Leader, Intermediate (New Edition)” teachers are advised
to create chances of social interactions for students because one of the best ways to teach
social English is through social situations. Under the teachers’ instruction, the students are
given situations and encouraged to join the conversations. Through daily conversations the
teachers may Giúp them recognize which utterances are acceptable or polite in English.
Clearly, English which belongs to Western cultures is quite different from Vietnamese or
Eastern cultures. Therefore, when teaching politeness or politeness strategies teachers must
have a deep understanding about English speaking cultures which always consider
negative politeness as a polite and formal way of communicating. Meanwhile, Eastern
people tend to use positive politeness in almost all interactions. That is why when teaching
politeness strategies used in conversational activities of “Market Leader, Intermediate
(New Edition)” teachers should know about this difference to Giúp their students avoid
miscommunication. Also, it should be noted that it is necessary to teach cross-culture and
politeness for the students so that the students can overcome all difficulties or culture
shock in real-life communication.
In conclusion, teaching English should not be separated from teaching its culture and its
politeness strategies. In order to Giúp the students, especially the ones at HUBT to acquire
English effectively while using the course book “Market Leader, Intermediate (New
Edition)”, politeness strategies should be highlighted by teachers.
Do Drive thay đổi chính sách, nên một số link cũ yêu cầu duyệt download. các bạn chỉ cần làm theo hướng dẫn.
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Nhà xuất bản: ĐHNN
Ngày: 2014
Chủ đề: Tiếng Anh thương mại
Tiếng Anh giao tiếp
Bài hội thoại
DECLARATION ............................................................................................................i
ACKNOWLEDGEMENT ..............................................................................................ii
ABSTRACT .....................................................................................................................iii
LIST OF FIGURES AND TABLES ..............................................................................vii
ABBREVIATIONS AND CONVENTIONS .................................................................viii
PART I – INTRODUCTION
1. Rationale.......................................................................................................................1
2. Objectives of the study ................................................................................................1
3. Research question........................................................................................................2
4. Scope of the study .......................................................................................................2
5. Methodology: ..............................................................................................................2
6. Design of the study ......................................................................................................2
PART II: DEVELOPMENT
CHAPTER I: LITERATURE REVIEW ............................................................4
1.1. Speech Acts ...............................................................................................................4
1.1.1. Speech Acts and Speech Events ...........................................................................4
1.1.2. Classification of Speech Acts ...............................................................................6
1.1.2.1. Function-based Approach .................................................................................6
1.1.2.2. Structural-function Based Approach ..............................................................7
1. 2. Politeness theory .....................................................................................................8
1. 2. 1. Notions of politeness theory ...............................................................................8
1.2.2. Conversational-maxim View on Politeness ........................................................9
1.2.2.1. Grice’s Principle ................................................................................................9
1.2.2.2. Lakoff’s rules .....................................................................................................10
1.2.2.3. Leech’s Maxims .................................................................................................11
1.2.3. Face-management View on Politeness ................................................................13
v
1.2.3.1. The Concept of Face ..........................................................................................13
1.2.3.2. Strategies for FSAs ............................................................................................14
1.3. Previous study ..........................................................................................................23
CHAPTER II: POLITENESS STRATEGIES IN CONVERSATIONAL ACTIVITIES
OF THE COURSEBOOK “MARKET LEADER, INTERMEDIATE” ...................25
2.1. Methodology .............................................................................................................25
2.1.1. Data source ............................................................................................................25
2.1.2. Research techniques .............................................................................................25
2.1.2.1. Techniques for data collection ..........................................................................25
2.1.2.2. Techniques for data analysis ............................................................................25
2.1.2.3. Steps for Data Analysis .....................................................................................26
2.2. Data Analysis ............................................................................................................26
2.2.1. Frequency of Occurrence of Politeness Strategies in the Coursebook “Market
Leader, Intermediate” ....................................................................................................26
2.2.2. Bald-on-record Strategy in Conversational Activities of “Market Leader,
Intermediate” ..................................................................................................................28
2.2.3. Positive Politeness Strategies in Conversational Activities of “Market Leader,
Intermediate” ..................................................................................................................31
2.2.4. Negative Politeness Strategies in Conversational Activities of “Market Leader,
Intermediate” ..................................................................................................................34
2.2.5. Off-record Strategy in Conversational Activities of
“Market Leader, Intermediate” ...................................................................................38
2.3. Concluding remarks ................................................................................................39
CHAPTER 3: IMPLICATIONS FOR POLITENESS STRATEGIES IN TEACHING
ENGLISH AS A FOREIGN LANGUAGE AT HANOI UNIVERSITY OF BUSINESS
AND TECHNOLOGY ...................................................................................................40
PART III: CONCLUSION
3.1. Summary of the study .............................................................................................42
3.2. Limitations of the study ..........................................................................................42
3.3. Suggestions for further study .................................................................................43
REFERENCES .........................................................................................................44
APPENDIX………………………………………………………………I
CHAPTER 3: IMPLICATIONS FOR POLITENESS STRATEGIES IN TEACHING
ENGLISH AS A FOREIGN LANGUAGE AT HANOI UNIVERSITY OF
BUSINESS AND TECHNOLOGY
From the discussions in the previous chapter, we all agree that having good knowledge of
politeness strategies is essential in language teaching process and politeness strategies help
to keep the conversations going in a smooth, natural and effective way. Therefore, good
methods for teaching culture in general and politeness in particular in foreign language
teaching need to be focused especially when teaching the business English course book
“Market Leader, Intermediate (New Edition)” at Hanoi University of Business and
Technology (HUBT). Here is some advice for teachers of business English.
Firstly, through the book “Market Leader, Intermediate (New Edition)” a culture-related
material, the teacher ought to Giúp the students understand more about cultural values and
be aware of cultural differences. That is, the students may be pointed out whether positive,
negative, bald-on-record and off-record politeness strategies are acceptable or preferable in
English or in Vietnamese in certain conversational activities. They should grasp the reality
that some linguistic expressions which are appropriate in English cannot be interpreted in
Vietnamese and vice versa.
Secondly, teaching a language with its functions, or speech acts rather than structures
should be emphasized by teachers. In fact, most students who have the knowledge of
structures only can make something grammatically correct but culturally inappropriate or
impolite. In real life communication, to be polite or to show respect is more important than
the meaning of words together. Thus, teachers are suggested to instruct their students about
what to say and how to say politely in English in a certain situation.
Finally, when teaching “Market Leader, Intermediate (New Edition)” teachers are advised
to create chances of social interactions for students because one of the best ways to teach
social English is through social situations. Under the teachers’ instruction, the students are
given situations and encouraged to join the conversations. Through daily conversations the
teachers may Giúp them recognize which utterances are acceptable or polite in English.
Clearly, English which belongs to Western cultures is quite different from Vietnamese or
Eastern cultures. Therefore, when teaching politeness or politeness strategies teachers must
have a deep understanding about English speaking cultures which always consider
negative politeness as a polite and formal way of communicating. Meanwhile, Eastern
people tend to use positive politeness in almost all interactions. That is why when teaching
politeness strategies used in conversational activities of “Market Leader, Intermediate
(New Edition)” teachers should know about this difference to Giúp their students avoid
miscommunication. Also, it should be noted that it is necessary to teach cross-culture and
politeness for the students so that the students can overcome all difficulties or culture
shock in real-life communication.
In conclusion, teaching English should not be separated from teaching its culture and its
politeness strategies. In order to Giúp the students, especially the ones at HUBT to acquire
English effectively while using the course book “Market Leader, Intermediate (New
Edition)”, politeness strategies should be highlighted by teachers.
Do Drive thay đổi chính sách, nên một số link cũ yêu cầu duyệt download. các bạn chỉ cần làm theo hướng dẫn.
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